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Prima: Jurnal Pendidikan Matematika
Published by Universitas Muhammadiyah Tangerang
ISSN : 25799827     EISSN : 25802216     DOI : http://dx.doi.org/10.31000/prima.v5i1
Core Subject : Education,
Education Mathematics
Prima: Jurnal Pendidikan Matematika is scientific, peer-reviewed and open access journal managed and published by Program Studi Pendidikan Matematika Universitas Muhammadiyah Tangerang, half-yearly on January and July. It aims to be open access journal platform which publishes and disseminates the ideas and researches on mathematics learning. Its focus is to publish original research (qualitative research, classroom action research, development/design research are top priorities) and/or library analysis on how students learn mathematics and how mathematics is taught in primary, secondary or undergraduate level. To maintain the focus, the scope of the published articles will be as follows: Developing mathematics learning integrated with values or character; Developing mathematics learning based on the constructivist perspective; The development of technological-based mathematics learning tools and its use in mathematics classroom; The development of pedagogical content knowledge for in-service and prospective mathematics teachers.The term mathematics learning involves both teaching and learning of mathematics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 200 Documents
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IMPLEMENTATION OF CONTEXTUAL-BASED DIFFERENTIATIONAL LEARNING ON THE PROBLEM-SOLVING ABILITY OF GRADE 8^TH STUDENTS Iliyah, Luluk; Sari, Dwi Ivayana
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13893

Abstract

Problem-solving ability is one of the important skills in learning mathematics because it involves high-level thinking processes needed to solve complex and contextual problems. However, in reality, many students still have difficulty in understanding and solving mathematical problems because learning does not adjust to individual needs. Therefore, differentiated learning is a relevant approach because it is able to accommodate the diversity of learning styles, interests, and student readiness.This study aims to describe the application of contextual-based differentiated learning to the problem-solving abilities of grade VIII students. This study is a quantitative study with a quasi-experimental method. The research design used is a pretest-posttest control group design. Data collection techniques use observations of teachers' ability to manage learning, observations of student activities and problem-solving ability tests before and after learning. The results of the study showed that the results of observations of teachers managing learning were good because the average score was 3.00, the results of observations of student activities were 3.49, the completeness of learning outcomes in the experimental class had met the minimum completeness criteria (KKM) and the problem-solving abilities of students taught with contextual-based differentiated learning were better than the problem-solving abilities of students taught with conventional learning because the t-test showed a significant difference between the experimental and control classes (sig.0.011 <0.05), while the n-gain test showed a higher increase in problem-solving abilities in the experimental class (78.97%) compared to the control class (77.53%). This shows that contextual-based differentiated learning is more effective than conventional learning.
ANALYSIS OF THE THINKING PROCESS OF ELEMENTARY SCHOOL STUDENTS INPRES 1 KAWATUNA IN SOLVING AKM PROBLEMS BASED ON WALLAS THEORY IN TERMS OF LEARNING STYLES Riska, Riska; Mubarik, Mubarik; Sukayasa, Sukayasa; Mallo, Bakri
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13933

Abstract

This study aims to describe students' thinking process in solving Minimum Competency Assessment (AKM) questions based on learning styles. This research uses a descriptive qualitative approach with the method of analyzing the thinking process according to Wallas which includes four stages, namely: the preparation stage, the incubation stage, the illumination stage, and the verification stage. The research subjects consisted of three students, namely one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. The data collection technique was carried out through giving a learning style questionnaire, giving AKM test questions and unstructured interviews, after which it was analyzed using the data condensation model, data presentation, and conclusion drawing/verification. The results showed that in the preparation stage, subjects with visual, auditory and kinesthetic learning styles gathered information by reading the questions repeatedly. At the incubation stage, subjects with visual, auditory and kinesthetic learning styles understand the problem well then reflect on ideas to solve the problem. At the illumination stage, visual, auditory and kinesthetic subjects find ideas and express ideas to solve the problem, but at this stage auditory and kinesthetic subjects cannot find more than one idea while visual subjects can find more than one idea to solve the problem. At the verification stage, visual, auditory and kinesthetic subjects express their ideas verbally well, but at this stage auditory subjects do not re-examine the answers they have done while visual and kinesthetic subjects always re-examine the answers they have done.
DEVELOPMENT OF A FOUR-TIER DIAGNOSTIC TEST TO DETECT MIDDLE SCHOOL STUDENTS' MISCONCEPTIONS IN ALGEBRAIC THINKING Aristiawan, Aristiawan; Wilujeng, Hestu; Erwanto, Moh Rizky Yoga; Murtafiah, Wasilatul
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.12700

Abstract

Misconceptions in algebra are a common issue encountered in mathematics learning. To address this problem, teachers and educators need tools that can accurately detect students' misconceptions. This study aims to develop a four-tier diagnostic test instrument to detect junior high school students' misconceptions in algebraic thinking. The type of research used is development research, adopting the Oriondo Dallo Antonio development model, which includes three stages: (1) test planning, (2) test trials, and (3) test trial result analysis. The trials were conducted in June 2024 with 118 seventh-grade students from junior high schools in Ponorogo. The data analysis used in this research includes several analyses, such as validity analysis using the product-moment correlation, reliability analysis using Cronbach's alpha, and item difficulty analysis using the Item Mean Difficulty (D) method under the classical test theory approach. The results showed that the four-tier diagnostic test instrument for diagnosing junior high school students' misconceptions in algebraic thinking consists of 17 valid items divided into four algebraic ability indicators: analytical thinking, problem-solving, generalization, and mathematical modeling. The instrument's reliability is 0.759, categorized as reliable. In this study, the majority of the developed items fell into the medium difficulty category, totaling 16 items. Only one item was in the easy category, and none fell into the difficult category
VALIDITY AND PRACTICALITY OF STEAM-BASED MATHEMATICS MODULE Husna, Ahmad Miftahul; Masduki, Masduki; Irawan, Ghina Bunga; Astuti, Ayunda Mustikaning
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13595

Abstract

Developments in the world of education and technology have brought various challenges and real problems that need to be overcome. In facing these challenges, innovation is needed in learning methods that can improve students' skills in understanding and solving problems in everyday life. STEAM-based learning encourages students to develop their potential through exploration and problem solving. This study aims to develop a STEAM-based integer mathematics module. The development model used is ADDIE (analysis, design, development, implementation, evaluation). This section focuses on the validity and practicality of the module. Module validation was carried out by 3 experts which included material validation and media validation. The validation results obtained from the Content Validity Index (CV) were 1 in the aspects of content feasibility, language, presentation, and media. The module practicality test was carried out by implementing the module in two learning sessions attended by 16 grade 7 students. After learning, students were given a practicality questionnaire. Based on the results of the practicality questionnaire, a score of 4 was obtained. Therefore, it can be said that the developed module is very feasible and very practical to use in learning. Thus, it can be concluded that the STEAM-based integer mathematics module is valid and practical for use in learning to improve students' problem-solving abilities.Keywords: math module, STEAM, integers, validity, practicality
DIGITAL MATH COMIC DEVELOPMENT BASED ON THINKING TO INCREASE STUDENTS' INTEREST IN LEARNING Nurhasanah, Nurhasanah; Irvan, Irvan; Doly Nasution, Marah; Sarman Hadi, Nanang
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13774

Abstract

Digital Math Comic based on the Experience, Interaction, Communication, Reflection (MIKIR) approach is deliberately developed into a learning media needed in mathematics learning activities, especially on the material of Arithmetic Rows and Rows. So the author aims this research to find out the MIKIR-based learning approach that has existed before, the specifications of Digital Math Comic learning media, the feasibility of MIKIR-based Digital Math Comic, the advantages and disadvantages of MIKIR-based Digital Math Comic, and how MIKIR-based Digital Math Comic can increase student interest in learning. This research is a research and development (R&D) method using Thiagarajan's 4-D research model: Define, Design, Develop, and Dessiminate. The subjects of the study were students of grade VIII of SMP Muhammadiyah 1 Medan in the academic year 2023/2024 totalling 71 students. The types of data were qualitative data and quantitative data. The data were analysed qualitatively and quantitatively. The research instruments used were Digital Math Comic assessment sheets by material, language, and media expert lecturers, mathematics teachers, peers, student learning interest tests and student response questionnaires. The method of data collection through questionnaires/questionnaire sheets using a Likert scale. The results of this study indicate that the MIKIR-based Digital Math Comic is empirically proven to be valid, feasible to use, and able to increase students' interest in learning. As shown by the average score given by the validators which is 4.35 has a very good classification. Students' learning interest increased as indicated by the percentage increase in learning interest by 23% from 57% to 80%. Then the students' response to Digital Math Comic got a score of 4.2 with a good classification.
THE EFFECT OF LEARNING MATHEMATICS WITH THE NUMBERED HEAD TOGETHER MODEL ON LEARNING OUTCOMES REVIEWED FROM STUDENTS' CREATIVE THINKING ABILITIES Rania, Nadhifa; Sutarni, Sri
Prima: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i2.13564

Abstract

This study aims to determine the effect of the NHT learning model on students' mathematics learning outcomes, viewed from their creative thinking abilities. The research method used was a quasi-experimental study with a two-group research design, namely the experimental class given the NHT learning model and the control class using the conventional method. The research sample consisted of grade IX students of SMP Negeri 2 Surakarta, who were selected using the cluster random sampling technique. The instruments used included learning outcome tests, creative thinking ability questionnaires, and academic documentation. The data were analyzed using normality tests, homogeneity tests, and two-way analysis of variance.  = 8,151 and  = 4,01 were obtained. Because > , Ho is rejected. Thus, it shows that there is a difference in the effect of implementing NHT and conventional strategies on mathematics learning outcomes.  = 5.655 and  = 3.16 were obtained. Because > , Ho is rejected. So it shows that there is a difference in the influence of students' creative thinking skills on mathematics learning outcomes. Obtained  = 2.446 and  = 3.16. Because  <  then Ho is accepted. So it shows that there is no interaction between the application of NHT and conventional strategies with students' creative thinking skills on mathematics learning outcomes. So it shows that there is no interaction effect of learning models and creative thinking skills on student learning outcomes. So it can be concluded that the Numbered NHT learning model is more effective than the conventional model in improving overall student learning outcomes, and high creative thinking skills make a significant contribution to mathematics learning outcomes. However, the effectiveness of the NHT learning model is not influenced by creative thinking skills.
ETHNOMATEMATICS EXPLORATION AT SIPAMUTUNG TEMPLE PADANG LAWAS REGENCY IN THE CONCEPT OF BUILDING SPACE Daulay, Intan Sari; Yahfizham, Yahfizham
Prima: Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i3.14578

Abstract

Indonesia is a country rich in culture and historical heritage, one of which is the   sipamutung   temple located in Padang   old   regency. This temple not only holds cultural and spiritual values but also contains mathematical concepts that are interested to study in mathematics education. This study aims to explore and describe the mathematical concepts embedded in the architectural structure of   sipamutung   temple from the perspective of   ethnomathematics ,particularly focusing on solid geometry. This research employee a qualitative method with an ethnographic approach. Data were collected through direct observation, interviews with temple managers, and  photographic document of the research objects. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results indicate that the architectural structure of Sipamutung Temple Applies Various Geometric Shapes such as Cubes, Rectangular Prisms, Pyramids, Spheres, and Cylinders. These Geometric Elements are found in the main building, Stairs, Perwara, Inner Chambers, and Temple Ornaments. This study contributes to the development of mathematics learning based on local culture and raises awareness of the importance of cultural heritage preserving. Through an ethnomathematical approach, mathematics learning can be become more contextual, engaging, and meaningful for students.
THE EFFECT OF PROBLEM-BASED LEARNING MODEL ON ADAPTIVE REASONING ABILITY IN MATHEMATICS CLASS V ELEMENTARY SCHOOL Wahyuni, Rulanda Zahra; Widyasari, Nurbaiti
Prima: Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i3.12522

Abstract

The primary aim of this study is to enhance students' adaptive reasoning ability by applying the problem-based learning model. The chosen method, a pseudo-experiment with a non-equivalent control group design, was selected for its rigorous approach, instilling confidence in the research process. The population consisted of 105 students in class V, with a sample of 41 students selected, divided into 21 students in the control class and 20 in the experimental class, determined by the purposive sampling technique. The instrument used was a test to assess adaptive reasoning skills. The data analysis, conducted with an independent T-Test, revealed that the adaptive reasoning ability with the PBL model was higher than that of students who applied the expository learning model. These findings, based on a robust methodology, suggest that the PBL model has the potential to significantly enhance students' adaptive reasoning skills in mathematics.
EFFECTIVENESS OF LEARNING MODEL QUANTUM LEARNING AGAINST STUDENTS’ MMATHEMATICAL CRITICAL THINKING SKILLS nasution, siti khadijah; Narpila, Suci Dahlya
Prima: Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i3.14636

Abstract

Students must have critical thinking skills to face the challenges of complex mathematics learning. Howver, the fact in the field shows that study are still classified as lacking in critical thinking. The purpose of this study was to determine how effective the quantum learning model is on students' mathematical critical thinking skills in the material of arithmetic sequences. This study was conducted at Karya Utama Junior High School in Serdang Bedagai Regency. A quantitative approach was used and a quasi-experimental design using a pretest-posttest control group. The results of the study were conducted randomly, with 30 studies each in the experimental group of class VIII d and the control group of class VIII B. The results showed an average posttest score of the experimental class of 79.66, which was higher than the control class of 70.66, and a significance value of 0.003 <0.05. Therefor, H0 was rejected and ha was accepted. The results showed that the quantum learning model was effective in improving the ability to think critically mathematically.
Influence Augmented Reality Building Space Against Mathematical Spatial Visualization Ability Class VIII Students On the Tube Material Ani, Dea Indri; Reflina, Reflina
Prima: Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i3.14659

Abstract

Spatial visualization ability is very important in learning geometry of solid shapes because it allows students to imagine, manipulate, and represent three-dimensional objects, but many students still have difficulty in imagining the shape of solid shapes in mathematics learning due to the lack of learning media based on mathematical spatial visualization. This research aims To examine the impact of Augmented Reality (AR) media on spatial visualization of students' mathematical spatial visualization abilities. The study was conducted at Mts Darul Ulum Budi Agung Medan with a quantitative approach and one group pretest - posttest design. Class samples were randomly selected, namely class VIII-2, totaling 32 learners. The instruments used were test and student questionnaires response questionnaires. Data were analyzed through normality tests, homogeneity, N - Gain, and paired sample t - test. The results of the study showed that the average student score increased from 42.91 to 75.19. The t test showed a significance value of 0.000 <0.05, which means that the use of AR has a significant effect on students' spatial visualization b most students experienced an increase in the moderate category. A total of 91% of students also responded positively to AR-based learning. Thus, AR media has proven to be an effective learning alternative for improving mathematical spatial visualization skills in geometric geometry.

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